Exploring Student Representations of Biodiversity in Science Education in Morocco: A Didactic Perspective
Asma Id-Babou
,
Sabah Selmaoui
,
Anouar Alami
,
Nadia Benjelloun
,
Moncef Zaki
In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable co.
- Pub. date: November 15, 2023
- Pages: 815-829
- 332 Downloads
- 742 Views
- 2 Citations
In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.
Keywords: Biodiversity, school program, secondary school, students’ representation.
References
Arbuthnott, K. D., & Devoe, D. (2014). Understanding of biodiversity among Western Canadian University Students. Human Ecology, 42, 147–158. https://doi.org/10.1007/s10745-013-9611-y
Arnould, P. (2006). Biodiversité : La confusion des chiffres et des territoires [Biodiversity : The confusion of figures and territories]. Annales de Géographie, 5(651), 528–549. https://doi.org/10.3917/ag.651.0528
Astolfi, J.-P. (1990). Les concepts de la didactique des sciences, des outils pour lire et construire les situations d’apprentissage [The concepts of science didactics, tools to read and build learning situations]. Recherche & Formation, 8, 19–31. https://doi.org/10.3406/refor.1990.1021
Astolfi, J.-P., Darot, É., Ginsburger-Vogel, Y., & Toussaint, J. (2008). Représentation (ou conception). [Representation (or Conception)]. In J. Astolfi, É. Darot, Y. Ginsburger-Vogel & J. Toussaint (Eds.), Mots-clés de la didactique des sciences: Repère, définitions, bibliographies [Keywords of science teaching: References, definitions, bibliographies] (pp. 147-157). De Boeck Supérieur. https://doi.org/10.3917/dbu.astol.2008.01.0147
Bachelard, G. (1938). La formation de l’esprit scientifique : Contribution à une psychanalyse de la connaissance [La formation de l’esprit scientifique : Contribution à une psychanalyse de la connaissance]. Librairie Philosophique J. Virin.
Barbault, R. (2011). 2010 : Un nouveau départ pour la biodiversité ? [2010: A new beginning for biodiversity?]. Comptes Rendus Biologies, 334, 483–488. https://doi.org/10.1016/j.crvi.2011.02.002
Barroca-Paccard, M. (2022). Comprendre et protéger la diversité du monde vivant: Les fondements épistémologiques de la biodiversité [Understanding and protecting the diversity of the living world: The epistemological foundations of biodiversity]. In C. Simard, M.-C. Bernard, C. Fortin & N. Panissal (Eds.), Éduquer au vivant: Perspectives, recherches et pratiques [Education about living beings: perspectives, research, and practices] (pp. 111–126). Les Presses de l’Université Laval. https://doi.org/10.2307/j.ctv30dxxdk
Bermudez, G. M. A., Pérez-Mesa, R., & Ottogalli, M. E. (2022). Biodiversity knowledge and conceptions in Latin American: Towards an integrative new perspective for education research and practice. International Journal of Education in Mathematics, Science and Technology, 10(1), 175–217. https://doi.org/10.46328/ijemst.2105
Blandin, P. (2011). Ecology and biodiversity at the beginning of the twenty-first century: Towards a new paradigm? In S. Astrid & J. Kurt (Eds.), Ecology revisited: Reflecting on concepts, advancing science (pp. 205–214). Springer. https://doi.org/10.1007/978-90-481-9744-6_17
Buijs, A. E., Fischer, A., Rink, D., & Young, J. C. (2008). Looking beyond superficial knowledge gaps: Understanding public representations of biodiversity. International Journal of Biodiversity Science and Management, 4(2), 65–80. https://doi.org/10.3843/Biodiv.4.2:1
Bull, J. W., Gordon, A., Law, E. A., Suttle, K. B., & Milner‐Gulland, E. J. (2014). Importance of baseline specification in evaluating conservation interventions and achieving no net loss of biodiversity. Conservation Biology, 28(3), 799–809. https://doi.org/10.1111/cobi.12243
Chodkowski, N., O’Grady, P. M., Specht, C. D., & Zamudio, K. R. (2022). Active learning strategies for biodiversity science. Frontiers in Education, 7, Article 849300. https://doi.org/10.3389/feduc.2022.849300
Clément, P. (2014). Recherches en didactique de la biologie sur les conceptions et obstacles. Dialogue avec Jean-Pierre Astolfi [Research in didactics of biology on conceptions and obstacles. Dialogue with Jean-Pierre Astolfi]. Recherche en Didactique des Sciences et des Technologies, 9, 129–154. https://doi.org/10.4000/rdst.863
Dikmenli, M. (2010). Biology student teachers’ conceptual frameworks regarding biodiversity. Education, 130(3), 479–489.
Fiebelkorn, F., & Menzel, S. (2013). Student teachers’ understanding of the terminology, distribution, and loss of biodiversity: Perspectives from a biodiversity hotspot and an industrialized country. Research in Science Education, 43(4), 1593–1615. https://doi.org/10.1007/s11165-012-9323-0
Fischer, A., & Young, J. C. (2007). Understanding mental constructs of biodiversity: Implications for biodiversity management and conservation. Biological Conservation, 136(2), 271–282. https://doi.org/10.1016/j.biocon.2006.11.024
Girault, Y., & Alpe, Y. (2011). La biodiversité, un concept hybride entre science et gouvernance [Biodiversity, a hybrid concept between science and governance]. In A. Legardez & L. Simonneaux (Eds.), Développement durable et autres questions d’actualité. Questions socialement vives dans l’enseignement et la formation [Sustainable development and other current issues. Socially sensitive issues in education and training] (pp. 385–401). Éducagri Éditions.
Ha, V. T., Chung, L. H., Van Hanh, N., & Hai, B. M. (2023). Teaching science using argumentation-supported 5E-STEM, 5E-STEM, and conventional didactic methods: Differences in the learning outcomes of middle school students. Education Sciences, 13(3), Article 247. https://doi.org/10.3390/educsci13030247
Id Babou, A., Jiyed, O., El Batri, B., Maskour, L., Aouine, E. M., Alami, A., & Zaki, M. (2020). Education for sustainable development and teaching biodiversity in the classroom of the sciences of the moroccan school system: A case study based on the Ministry’s grades and school curricula from primary to secondary school and qualifying. British Journal of Education, 8(2), 13–21. https://doi.org/10.37745/bje/vol8.no2.pp13-21.2020
Id Babou, A., Selmaoui, S., ALAMI, A., Benjelloun, N., & Zaki, M. (2023). Teaching biodiversity: Towards a sustainable and engaged education. Education Sciences, 13(9), Article 931. https://doi.org/10.3390/educsci13090931
Kaifa, J. M., Mukaro, J., & Parawira, W. (2023). Investigating ‘A’ level biology teachers’ content knowledge on biodiversity in midlands urban: A case of four selected teachers. European Journal of Mathematics and Science Education, 4(1), 49-63. https://doi.org/10.12973/ejmse.4.1.49
Kelemen-Finan, J., Scheuch, M., & Winter, S. (2018). Contributions from citizen science to science education: An examination of a biodiversity citizen science project with schools in Central Europe. International Journal of Science Education, 40(17), 2078-2098. https://doi.org/10.1080/09500693.2018.1520405
Kerlan, A. (1985). Psychanalyse et didactique : À propos des représentations et de la causalité [Psychoanalysis and didactics: About representations and causality]. Recherches En Didactique Des Sciences Expérimentales, 1, 67–93. https://www.persee.fr/doc/
Kilinc, A., Yeşiltaş, N. K., Kartal, T., Demiral, Ü., & Eroǧlu, B. (2013). School students’ conceptions about biodiversity loss: Definitions, reasons, results and solutions. Research in Science Education, 43, 2277–2307. https://doi.org/10.1007/s11165-013-9355-0
Lange, J.-M. (2011a). Education to sustainable development: Factors to think teachers’ training. Carrefours de l’Education, 3(1), 71–85. https://doi.org/10.3917/cdle.hs01.0071
Lange, J.-M. (2011b). Penser l’éducation scientifique en termes de contribution à l’éducation au développement durable : L’exemple des sciences de la vie et de la Terre [Thinking about science education in terms of its contribution to sustainable development education: The example of life and earth sciences]. Revue Des Hautes Écoles Pédagogiques, 13, 137–156. https://hal.umontpellier.fr/hal-01699637
Maris, V. (2010). Philosophie de la biodiversité, petite éthique pour une nature en péril [Philosophy of biodiversity, small ethics for a nature in danger]. Collection Ecologie Buchet-Chastel.
Maris, V. (2018). Le développement durable : Enfant prodigue ou rejeton matriphage de la protection de la nature ? [Sustainable development: Prodigal son or matriphagous offspring of nature protection?]. The Ethics Forum / Les ateliers de l'éthique, 1(2), 85-102. https://doi.org/10.7202/1044683ar
Morón-Monge, H., del Carmen Morón-Monge, M., Abril-López, D., & Navarro, M. P. D. (2020). An approach to prospective primary school teachers’ concept of environment and biodiversity through their design of educational itineraries: Validation of an evaluation rubric. Sustainability, 12(14), Article 5553 https://doi.org/10.3390/su12145553
Morón-Monge, H., Hamed, S., & del Morón-Monge, M. (2021). How do children perceive the biodiversity of their nearby environment: An analysis of drawings. Sustainability, 13(6), Article 3036. https://doi.org/10.3390/su13063036.
Moscovici, S. (1961). La psychanalyse, son image et son public [Psychoanalysis, its image and its public]. Presses Universitaires de France.
Ngom, D. (2021). Biodiversité, restauration écologique et intensification écologique : Quelles imbrications ? [Biodiversity, ecological restoration and ecological intensification: What interweavings?]. VertigO - La Revue Electronique en Sciences de L'environnement, 21, Article 28605. https://doi.org/10.4000/vertigo.28605
Orange, C., & Ravachol, D. O. (2013). Le concept de représentation en didactique des sciences: Sa nécessaire composante épistémologique et ses conséquences [The concept of representation in science didactics: Its necessary epstemological component and its consequences]. Recherches en Éducation, 17, Article 7934. https://doi.org/10.4000/ree.7934
Raffin, J.-P. (2005). De la protection de la nature à la gouvernance de la biodiversité [From nature protection to biodiversity governance]. Ecologie & Politique, 1(30), Article 97. https://bit.ly/3QhnAZv
Ramade, F. (1994). Qu’entend-t-on par Biodiversité et quels sont les problématiques et les problèmes inhérents à sa conservation ? [What is meant by biodiversity and what are the problems and problems inherent in its conservation?]. Bulletin de La Société Entomologique de France, 99(1), 7–18. https://www.persee.fr/doc/bsef_0037
Schneiderhan-Opel, J., & Bogner, F. X. (2019). Between environmental utilization and protection: Adolescent conceptions of biodiversity. Sustainability, 11(17). Article 4517. https://doi.org/10.3390/su11174517
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), Article 728. https://doi.org/10.3390/educsci12100728
Tilman, D. (2001). Functional diversity. Encyclopedia of Biodiversity, 3, 109-120. https://doi.org/10.1016/B0-12-226865-2/00132-2
United Nations. (n.d.). What are the sustainable development goals? United Nations Development Programme. Retrieved February 28, 2023, from https://www.undp.org/sustainable-development-goals
United Nations. (1992). United nations convention on biological diversity. Australian Zoologist, 28(1–4), 88–103. https://doi.org/10.7882/AZ.1992.018
Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Education, 24(11), 1143–1156. https://doi.org/10.1080/09500690210134839
Voisin, C. (2017). Enseigner la biodiversité - obstacles et difficultés à un enseignement généralisé : Approche philosophique , épistémologique et didactique [Teaching biodiversity - obstacles and difficulties to generalized education: Philosophical, epistemological and didactic approach] [Doctoral dissertation, University of Nantes]. Theses.fr. https://bit.ly/46xjxOi
White, R. L., Eberstein, K., & Scott, D. M. (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife. PLoS ONE, 13(3), Article e0193993. https://doi.org/10.1371/journal.pone.0193993
Wilson, E. O. (2000). L’enjeu écologique n°1 [The ecological challenge n°1]. La Recherche, 333, 14–17. https://bit.ly/48SZono
Yli-Panula, E., Jeronen, E., Lemmetty, P., & Pauna, A. (2018). Teaching methods in biology promoting biodiversity education. Sustainability, 10(10), Article 3812. https://doi.org/10.3390/su10103812